Final Post

Over the course of the semester I believe I have learned a lot about diverse literature. Before taking this course I was unaware of “insider” and “outsider” authors in terms of diverse literature. Throughout the semester I have been able to shape my opinion about the insider/outsider debate. Ultimately, I believe a piece of literature reflecting a diverse culture needs to be authentic. It does not matter if the author is an insider or outsider to the culture as long as the literature reflects the diverse group accurately. I think people need focus more on the quality of the literature rather than if the author is an insider or outsider to a particular culture.

During the course of the semester I have been able to learn further about diverse cultures. I feel I am able to evaluate pieces of literature representing a particular group because of the information I have been exposed to from this course. I am more aware of stereotypes and the type of language for these particular groups that we have studied. In particular I am more aware of stereotypes of Native Americans and the language used for GLBT. I believe I am able to critical read children’s literature and ultimately decide if I would want these texts in my future classroom.

The most important thing I have learned from this course is to expose children to authentic pieces of quality literature from a variety of cultures. With that I will be having a diverse library within my future classroom of all cultures studied within this course.

Article

Bishop, Rudine Sims. Walk Tall in the World: African American Literature for Today's Children. Washington, D.C.: Journal of Negro Education, 1990.

In the article Bishop discusses how there are many famous African American “insider” authors including Lucille Clifton and Mildred Taylor. Bishop also discusses how there is not many prominent “insider” illustrators for African American literature for children. Once reading about the contrast between the numbers of well-known African American “insider” authors to illustrators, I began to question the effects it has on children literature as a whole.

As many of the books young children read have illustrations, I began to question the authenticity of picture books that are or are not illustrated by an “insider” to the African American culture. Ultimately, one has to question is an “insider” illustrator more authentic than an “outsider”? While taking this course, I have concentrated on literary aspects of African American literature. However, before the final project, many of the books read consisted of literature without illustrations. Now, I am evaluating texts including illustrations, so are my chosen books authentic if both not the author and illustrator are “insiders” to African American culture?

Final Project Reflection

My final project focuses on African American literature. Originally, I had chosen Arab literature; however, many libraries did not have selection of diverse text. Instead I choose African American literature because my hometown library has a large variety of books to select from. I also was quickly able to research “insider” authors by searching for African American authors for children’s literature on the internet. Of these authors I choose to review Mildred Taylor’s Friendship, Angela Jackson by Smell of Roses, Lucille Clifton’s My Friend Jacob, and Valerie Flournoy’s The Patchwork Quilt.

After reading and reviewing the children’s books, I realized many connections within the African American literature I had chosen. Of the four books I chose, three of the books are from the child’s perspective. By the authors choosing to write the story from the child’s perspective, I believe it allows children to relate and understand the text better. I particularly think it allows students to better understand difficult topics such as disabilities in My Friend Jacob and segregation both in Friendship and Smell of Roses. Both Friendship and Smell of Roses deal with the issue of segregation between blacks and whites. I believe the segregation between black and whites is an important aspect of American history that children need to learn about in order to promote equality between all races.

Overall, all the text I chose involved bonds of either friendship or family. The family bond between Grandma and granddaughter exists in The Patchwork Quilt and the friendship between the young boy and Jacob in My Friend Jacob. The bond between siblings also prominently existed both in Friendship between Cassie and her brothers as well as the young girl and her sister, Minnie, in Smell of Roses. Ultimately, all the books allow children people to relate to the text because family and/or friendship is a commonality amongst all groups of people.

The Patchwork Quilt

Flournoy, Valerie. The Patchwork Quilt. New York: Penguin Publishing, 1985.

The Patchwork Quilt is a story about an African American girl learning about life through her Grandmother by making a patchwork quilt. Tanya learns each patch of the quilt represents a past memory consisting of a life lesson. Every time a piece of the quilt is sewn on the memory lives on forever. Unfortunately, Tanya’s Grandmother becomes ill, but Tanya finishes the family quilt herself.

Flournoy incorporates the African American culture stressing the value of family and memories. As many families the elderly are the strength of the family. Flournoy addresses the issue of elders becoming ill in a positive light because both by Tanya becoming independent and the quilt allowing one’s memory to live on forever. I believe many children of all cultures can relate to this book because of family and past memories. The Flournoy shows African American woman being providers, teachers, and learners. Tanya becomes a strong African American woman by learning the importance of family and past memories by finishing the quilt for her grandmother.

My Friend Jacob

Clifton, Lucille. My Friend Jacob. New York: E.P. Dutton, 1980.

My Friend Jacob is a story about an African American boy, whose best friend is cognitively impaired. The two boys are very best friends, where they do everything together including grocery shopping. The boy, the narrator, helps Jacob remember things such as cars and finally helps him learn how to knock on the door before entering.

Clifton includes two cultures, which are African American and people with disabilities, in her picture book. Although the reader would be unaware of the young boy’s race without illustrations, the story shows acceptance of all kinds. Since the book was written in 1980, I was surprised at how well Clifton addresses the issue of someone being cognitively impaired as well as a biracial friendship. I preferred how Clifton chose race not to be a major factor, but an enhancement to the story. The summary states Jacob is “mentally slower”. However, his disability is never identified in the story, only that Jacob has trouble learning. Although the boy’s mother is skeptical of Jacob, the boy shows acceptance of all types of people.

Smell of Roses

Johnson, Angela. Sweet Smell of Roses. New York: Simon & Schuster Children’s Publishing, 2004.

Sweet Smell of Roses is a story about an African American girl and her sister, who sneak out of their house to attend a civil rights march on Charlotte Street. As they approach a crowd is gathering listening to Martin Luther King Jr. speaking about equality. While the children join the march, they experience the segregation between blacks and whites as adults scream, “You are not right. Equality can’t be yours”.

Johnson narrative includes a vast amount of history, while expressing the time period through a child’s perceptive. John demonstrates adults as well as children were fighting for equality and experiencing segregation. I believe Taylor addresses the negative impact segregation caused both on children and adults. The book not only demonstrates equality between blacks and whites, but between adults and children. The picture book depicts a struggling time for America; however, it demonstrates how blacks including children were standing up for their rights as human beings.

Friendship

Mildred, Taylor. Friendship. New York: Penguin Books, 1998.

Friendship by Mildred Taylor is a story about a group of African American children living in Mississippi during the 1930’s. During the 1930’s segregation between blacks and whites was prominent and Cassie, the narrator, is no exception. In the novel Cassie’s mother does not allow her and her brothers to attend John Wallace’s store because of his attitude towards black people. Once encountering Mr. Tom Bee, an older black man, the children discover Tom and John have been friends for many years due to him saving John's life. Ultimately, John betrays his friendship with Tom shooting him in the leg.

Taylor chooses to depict topics such as racism and segregation through a child’s perspective. By Taylor choosing to portray these topics by a child, I believe it makes these issues more understanding for children. Racism and segregation are important and difficult concepts to grasp, but Cassie’s experiences and emotions allow children to further understand the time period. The novel not only includes history of the south, but principals about friendship as well. I think many children will be able to relate to the novel because of the concept of friendship being tested by peer pressure and betrayal.